BUCO 445: Building Oral Communication Expertise
Course Syllabus – Fall 2013
Professor Kirk Snyder
Office: ACC 215F
Phone: 213-740-0500
E-mail: kirks@marshall.usc.edu
Office Hours:
COURSE DESCRIPTION
BUCO 445 is an advanced communication course designed to provide students with a personalized
learning experience, helping them develop as professional communicators in today’s connected and
globalized business landscape. This course will emphasize theories of emotional intelligence to foster
communication self-awareness and self-management as well as demonstrate the role communication
plays in professional branding.
The course draws on the communication principles introduced in BUAD 302 (“Communication
Strategy in Business”), providing individual assessment of existing oral communication skills as the
foundation for personalized communication development and goal-setting, enabling each student to
take their existing skills to a new level. The overarching objective of BUCO 445 is to guide students,
based on an executive coaching model, to become more proficient and effective communicators and
critical thinkers in a rapidly changing world, developing and leveraging their oral communication
skills to achieve professional goals.
LEARNING OBJECTIVES
Over the course of the semester, students will deepen their knowledge of communication theories
while developing a higher level of oral communication skills through the following learning objectives:
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Identify and assess communication strengths and weaknesses as the unique context for
individual communication development.
Critically analyze their own communication skills as well as their peers across a variety of
mediums.
Expand their emotional intelligence quotient by learning about emotional intelligence theory
and applying its concepts of self-awareness, self-regulation, motivation, etc., in creating
effective communication strategies.
Develop an understanding of how to build a personal professional brand, leveraging their oral
communication skills.
Gain greater individual communication skills to successfully navigate team environments
including global teams.
Apply oral communication skills as a leadership and management tool.
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How Students Will Learn
In addition to learning through class lectures and discussions, students will achieve the course
objectives through:
 A combination of skill-level diagnostics and evaluations resulting in an individual coaching plan
 In-class speaking activities
 Interactive participation including various types of presentations (live and virtual) in addition
to experiential simulations and assignments
 Individual consultations with the professor.
While lectures and assigned readings are an important component of this course, BUCO 445 is not
about the passive learning of content. In this course, your professor will work with you and coach you
to develop as an effective speaker and communicator. Therefore, your success in this course depends
on your taking an active role in your personal development
REQUIRED TEXTS
Young, Kathryn & Travis, Howard Paul: Oral Communication: Skills, Choices and Consequences,
Waveland Press, 2011.
Guber, Peter, Tell to Win: Connect, Persuade and Triumph with the Hidden Power of Story, Crown
Business, 2011.
RECOMMENDED PREPARATION
“Communication Strategy in Business” (BUAD-302)
GRADING AND EVALUATION
At the conclusion of this course, your professor will assign a final grade based on your performance.
The graded components of this course include:
Briefings and Presentation
Experiential Assignments and In-Class Activities
Peer Coaching (Participation/Professionalism)
Video Blogs
Written Deliverables (Self-Assessments)
Participation and Professionalism
Grading Details
Final grades represent how you perform in the class relative to other students. Your grade will not be
based on a mandated target, but on your performance. The average GPA for Marshall senior electives
is 3.3. Three items are considered when assigning final grades:
1. Your average weighted score as a percentage of the available points for all assignments (the points
you receive divided by the number of points possible).
2. The overall average percentage score within the class.
3. Your ranking among all students in the class.
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SUMMARY OF COURSE DELIVERABLES
Assignment Details
Presentations:
Communication Self-Assessment Presentation (Not Graded)
Individual Instructional/Informative Presentation
Individual Persuasive Presentation
Team Persuasive Presentation
Point of View Video Blog
Emotional Intelligence Self-Assessment Video Blog
Final Team Presentation (Team Selects Communication Context)
Written Deliverables:
Self-Assessment Evaluation (Individual Instructional/Informative)
Self-Assessment Evaluation (Individual Persuasive)
Peer Review (Team Presentation)
TOTAL (100%)
POINTS
125
125
150
75
75
225
75
75
75
1,000
Evaluation of Your Work
You may regard each of your presentations as an “exam” in which you apply what you’ve learned
according to the assignment. I will do my best to make my expectations for the various presentations
and other assignments as clear as possible and to evaluate them as fairly and objectively as possible.
While most of the presentations will be assessed on a point basis, others may be assessed as a letter
grade. If, however, you believe that an error has occurred in the grading of any presentation of other
assignment, you may, within one week of the date the grade is returned to you, write me a memo in
which you request that I re-evaluate the assignment. For presentations, explain fully and carefully
your rationale, providing me with examples per the timer countdown of the video of your presentation
to show why you think the presentation should be re-graded. Be aware that the re-evaluation process
can result in three types of grade adjustments: positive, none, or negative.
All grades assigned by faculty members are final. Students have the right to seek explanation,
guidance, counsel and reasons for the assignment of a grade. Students may appeal a grade according to
university policy as set forth in SCampus. Faculty may initiate a change in grade if there is an error in
the calculation of a grade. However, a faculty member may not change a disputed grade outside the
formal appeals process. In response to a disputed academic evaluation by an instructor, a student is
entitled to two levels of appeal after review by the instructor: first to the chairperson of the
department and then to the appropriate dean of the school. The full university policy can be found on
page 125 of SCampus and at:
http://www.usc.edu/dept/publications/SCAMPUS/gov/disputed_academic_evaluation_procedures.ht
ml
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Expectations
Attendance, preparation, active participation and engagement, a positive attitude and a desire to
improve your oral communication skills are required for successful completion of this course. It is not
possible to develop your communication skills or your effective ability to engage and connect with
your audience, influence the beliefs and behaviors of your audience, or develop your own effectiveness
as a communicator if you are not fully present in all classes. Some classroom activities will include
peer coaching activities, and it is therefore necessary for all students to be present. You should notify
your professor as far in advance as possible if you are unable to attend any class or participate in any
planned in-class exercise so that necessary adjustments can be made.
Missed classes, late arrivals, early departures, lack of communication with your professor or student
colleagues or inappropriate communication will reduce your grade on individual assignments and
your final grade in the course. Partial credit for missed classes or activities is solely at the discretion
of your professor and may not be possible depending on the activity and timing.
UNIVERSITY POLICIES
Statement for Students with Disabilities
Any student requesting academic accommodations based on a disability is required to register with
Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to your TA)
as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday
through Friday. The phone number for DSP is (213) 740-0776. For more information visit
www.usc.edu/disability .
Statement on Academic Integrity
USC seeks to maintain an optimal learning environment. General principles of academic honesty
include the concept of respect for the intellectual property of others, the expectation that individual
work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect
one’s own academic work from misuse by others as well as to avoid using another’s work as one’s
own. All students are expected to understand and abide by these principles. SCampus, the Student
Guidebook, (www.usc.edu/scampus or http://scampus.usc.edu) contains the University Student
Conduct Code (see University Governance, Section 11.00), while the recommended sanctions are
located in Appendix A.
Students will be referred to the Office of Student Judicial Affairs and Community Standards for further
review, should there be any suspicion of academic dishonesty. The Review process can be found at:
http://www.usc.edu/student-affairs/SJACS/ . Failure to adhere to the academic conduct standards set
forth by these guidelines and our programs will not be tolerated by the USC Marshall community and
can lead to dismissal.
Emergency Preparedness/Course Continuity
In case of a declared emergency if travel to campus is not feasible, USC executive leadership will
announce an electronic way for instructors to teach students in their residence halls or homes using a
combination of Blackboard, teleconferencing, and other technologies. Whether or not you use
Blackboard regularly, these preparations will be crucial in an emergency. USC's Blackboard learning
management system and support information is available at blackboard.usc.edu
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BUCO 445: COURSE CALENDAR
Note: The topics for each week of the course below represent the content to be covered across two
classes for each week.
WEEK
Week One
DATES
TOPICS
READINGS/DELIVERABLES
Course Introduction
Defining My Brand as a Speaker and
Communication
Review Syllabus and Course
Assignments for the semester
Introductions/Networking Exercise
Introduce Coaching Model for Course
Plan for Diagnostic Presentation: My
Speaking Strengths and Challenges:
Building my Brand
Applying Communication Principles and
Strategies to Oral Communication in
Business
Overcoming Fear!
Week Two
Young & Travis, Chaps. 1, 2
Tape Diagnostic (ELC)
Feedback and Review Session
The Components of Effective Oral
Communication
Developing Speaking Competencies:
It’s all about transferring meaning
In-Class Speaking Exercise
Introduce Individual Instructional/
Informative Presentation (Week 5)
Great speakers across the ages
5
DUE: Communication SelfAssessment
WEEK
Week
Three
DATES
TOPICS
READINGS/DELIVERABLES
Communicating Clear Verbal Messages
Guber, Part I: pp. 3-59
The Importance of Audience
Awareness
The Power of Story
Behavioral Triggers in Messages
Leveraging My Speaking Strengths
(Building my brand as a speaker and
communicator)
In-Class Exercise (The Power of Story)
Provide Individual Coaching Plans
Week Four
Leadership and Oral Communication
Young & Travis: Chaps. 7, 8
How Great Leaders Inspire Action
TedTalks: The Golden Circle
(Simon Sinek)
The Golden Circle: Persuading From
“Why” vs. “What” or “How”
The Role of Listening in Effective
Speaking Skills
The Communication Power of “Clear
and Concise”
Review for Individual Instructional/
Informative Presentation (Next Week)
Week Five
Guber, Part II – Chap. 5: pp. 6083
A Model for Persuasion
Introduce Individual Persuasion
Presentation (Week 8)
The Role of Credibility and Trust in
Successful Oral Communication
Additional Readings from:
The Art of Woo (Schell/Moussa)
and
Influence: The Psychology of
Persuasion (Cialdini)
Roundtable Discussion on Readings
DUE: Individual Presentation
Principles of Persuasion
DUE: Self-Assessment
Evaluation (submitted at the
beginning of the first class
following the taped presentation)
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WEEK
Week Six
DATES
TOPICS
READINGS/DELIVERABLES
Ethical Strategies to Increase Credibility
and Trust as a Speaker
Young & Travis, Chaps. 10, 11
Ethics and Emotional Appeals
How Images Persuade
Making Visuals (PowerPoint/Keynote/
Prezi) Work for You
In-Class Team Speaking Exercise
Introduce Point of View Blog (Week 9)
Week
Seven
Strategic Awareness: How Others See
Us/How We See Others
Applying Values and Principles in
Ethical Reasoning
Young & Travis, Chap. 4
Additional Readings From:
Practicing Communication Ethics
(Tompkins)
Cross Cultural Variables in Persuasion
Non Verbal Influences in Effective
Speaking
Review for Individual Instructional/
Informative Presentation (Next Week)
Sign Up for Coaching Appointment
(Week 9)
Week
Eight
Taping Individual Persuasive
Presentation (ELC)
The Connection Between Emotional
Intelligence and Successful Oral
Communication
Young & Travis, Chaps. 5, 6
Additional Readings from
Emotional Intelligence
(Goleman)
DUE: Individual Presentation
Self-Awareness, Self-Regulation and
Empathy: E.I.’s Impact on Audience
Perception
Introduce Team Persuasive
Presentation/Team Assignments (Week
11)
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DUE: Self-Assessment
Evaluation (submitted at the
beginning of the first class
following the taped persuasive
presentation)
WEEK
Week
Nine
DATES
TOPICS
READINGS/DELIVERABLES
Individual Coaching Appointments
Guber, Part II – Chaps. 6, 7: pp.
84-169
DUE Online: Point of View Video
Blog
Week Ten
Team Communication Dynamics
Young & Travis, Chap. 13
Leveraging Individual Speaking
Strengths in a Team Environment
In-Class Speaking Exercise
In-Class Team Meetings/Prep for Team
Presentation Next Week
Guest Speaker: The Art of Persuasion
st
in the 21 Century
Introduce Emotional Intelligence SelfAssessment Video Blog (Week 12)
Week
Eleven
Roundtable Discussion on Selected
Articles: Where is Your Brand Today
vs. 11 Weeks Ago?
Introduce Final Team Presentation
(Week 15)
Assign Peer Coaches
Young & Travis, Chap. 9
Selected Articles:
6 Personal Branding Lessons
Learned From Forbes Celebrity
100 Women (Forbes, 2012)
Reinventing Your Personal
Brand (HBR, 2011)
DUE: Team Persuasive
Presentations (delivered and
recorded in classroom)
Week
Twelve
Re-Visiting Audience Analysis:
Intellectual and Emotional
Triggers/Maslow’s Hierarchy of Needs
Powerful Beginnings and Closings:
Creating Meaningful Takeaways for
Your Audience
In-Class Speaking Exercise
Roundtable Discussion: My Favorite
Speakers and Why (with video
excerpts)
8
DUE Online: EI Self-Assessment
Video Blog
WEEK
Week
Thirteen
DATES
TOPICS
READINGS/DELIVERABLES
Peer Coaching Meetings In-Class
Additional Reading from
HBR case study TBD
The Role of Oral Communication within
Organizations
Week
Fourteen
Review for Final Persuasive
Presentation Preparation (Week 15))
In-Class Professor Coaching
Week
Fifteen
Course Wrap Up and Review
DUE: Final Team Presentations
(delivered and recorded in
classroom)
DUE: Peer Review (submitted
during Finals Week)
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